The Great Gatsby

UbD Unit Cover Page Unit Title: American Dream Subject/Topic: The Great Gatsby Key Words: American Dream, Jazz Age, Nouveau riche, Roaring 20s, Modernism Designed by: A. Hallman & H. Mooneyham School District: Newberry County Time Frame: TBD Grade Level: English 3

English 3

School: NHS & MCHS

Brief Summary of Unit (including curricular context and unit goals): This unit will focus on the concept of The American Dream. Students will look at The American Dream in the context of a cynical period of American history that has influenced our society (Roaring 20s). Students will also evaluate their own status within The American Dream and its place in a new century. Students will analyze the novel and examine informational texts pertaining to the period. Students will demonstrate their understanding of the period and the novel by creating a 1920s style newspaper called The West Egg Observer.

Unit Design Status:

Completed template pages Stages 1, 2, and 3 Completed rubrics Materials and resources listed Suggested Extensions

Completed blueprint for each performance task Directions to students Suggested accommodations

Status: Initial Draft (date: June 10, 2009) Revised draft (date: June 16, 2009) Peer Reviewed Content reviewed Field Tested Validated Anchored

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Stage 1- Identify Desired Results Established Goals: Standard E3-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. Indicators: E3-1.1, E3-1.2, E3-1.4, E3-1.6 Standard E3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. Indicators: E3-2.2, E3-2.3, E3-2.4, E3-2.5, E3-2.6, E3-2.7 Standard E3-5 The student will write for a variety of purposes and audiences. Indicators: E3-5.1, E3-5.2, E3-5.3, E3-5.4, E3-5.5 Standard E3-6 The student will access and use information from a variety of sources. Indicators: E3-6.1, E3-6.2, E3-6.3, E3-6.4, E3-6.5, E3-6.6, E3-6.7, E3-6.8

What essential questions will be considered? 1. What is meant by The American Dream? 2. How do the characters in The Great Gatsby exhibit or not exhibit these characteristics of The American Dream? 3. Does The American Dream still exist today? How does it apply to you? 4. What connections can you make between The Great Gatsby and informational texts about The American Dream and the Roaring 20s?

What understandings are desired? 1. The American Dream represents an ideal implying that position, wealth, and power can be achieved by anyone through hard work. 2. While some characters see The American Dream as an illusion, others see it as a tangible reality; still others fail to attain it because of their unrealistic approach. 3. The existence of The American Dream depends on each individuals definition and the context of his or her life. 4. The American Dream is seen to exist through available informational text.

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What key knowledge and skills will students acquire as a result of this unit? Students will know Students will be able to 1. Characteristics of Modernism 2. The effect of the Roaring 20s on American Society 3. Old Money v. Nouveau riche during the 1920s 4. The American Dream and its existence in literature and todays world 1. Analyze informational texts for facts, bias, and propaganda. 2. Describe, analyze, and evaluate character, plot, conflict, and theme in The Great Gatsby. 3. Describe the American Dreams place in society today. 4. Compare and Contrast the different layers of society

Stage 2- Determine Acceptable Evidence What evidence will show that students understand? Performance Tasks: 1. 2. 3. 4. 5. Create a 1920s Newspaper based on the available informational text and the novel Expert Groups (See attached list of suggestions) Roaring 20s Webquest (Search online for Current Webquest) Socratic Seminar Timed Essays/Writing Prompts

What other evidence needs to be collected in light of Stage 1 Desired Results? Other Evidence (e.g., tests, quizzes, prompts, work samples, observations) Reading Quizzes ( Teachers Pet or create your own) Journal Prompts (Teachers Pet or create your own) Observation Student SelfAssessment and Reflection Self/Peer Evaluation on Group Project Editing/Peer Editing on Assigned Essays Exit Slips

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Stage 2- Determine Acceptable Evidence (continued) Assessment Task Blueprint What understandings or goals will be assessed through this task? Standard E3-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. Indicators: E3-1.1, E3-1.4, E3-1.6 Standard E3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. Indicators: E3-2.2, E3-2.3, E3-2.4, E3-2.5, E3-2.6, E3-2.7 Standard E3-5 The student will write for a variety of purposes and audiences. Indicators: E3-5.1, E3-5.2, E3-5.3, E3-5.4 Standard E3-6 The student will access and use information from a variety of sources. Indicators: E3-6.1, E3-6.2, E3-6.4, E3-6.5, E3-6.6, E3-6.7, E3-6.8 What criteria are implied in the standards and understandings regardless of the task specifics? 1. Evaluate and apply what is read to analysis of texts (character, plot, conflict, and theme). 2. Students will be able to evaluate informational texts for bias and propaganda. 3. Students will be able to conduct research and organize information on a chosen topic. 4. Students will create and design an authentic informational publication.

What qualities must student work demonstrate to signify that standards were met? 1. Students will be assessed through appropriate responses on quizzes and journal prompts. 2. Understand and synthesize informational text for presentation to the class. 3. Students can successfully create a non print resource based on available materials. 4. Students will analyze the novel in a discussion panel format.

Through what authentic performance task will students demonstrate understanding? Task Overview: Through group collaboration, students will design a 1920s newspaper called The West Egg Observer.

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What student products and performances will provide evidence of desired understandings? Through group collaboration and research, students will design a 1920s newspaper that will include: 1. 2. 3. 4. 5. 6. 7. Front Page / Headlines Arts & Entertainment Sports Advertising Technology Classifieds/Editorial Editors/Layout Specialist

By what criteria will student products and performances be evaluated? The 1920s Newspaper will be graded using the following Rubric: Use of informational Text Novel Analysis Format Conventions/Language Use Peer Evaluation Self Evaluation 25 Points 25 Points 15 Points 15 Points 10 Points 10 Points

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Stage 3- Plan Learning Experiences WHERETO and WOW Design Qualities Sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? Use the following sheet to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements and WOW Design Qualities. 1. Introduction of the American Dream, Jazz Age, Nouveau riche, Roaring 20s, Modernism. (W, H, E, O; Content and Substance, Organization of Knowledge) 2. Essay on how the American Dream applies to you. (H, R, E2, T, O; Clear and Compelling Product Standards, Protection from Adverse Consequences, Authenticity) 3. Expert Groups (E, R, T, O; Content and Substance, Organization of Knowledge, Product Focus, Affirmation of Performance, Choice) 4. During Reading Activities: Quizzes, Response Journals, Socratic Seminar, (E, R, E2, O; Content and Substance, Organization of Knowledge, Clear and Compelling Product Standards, Product Focus, Affirmation of Performance, Affiliation, Novelty and Variety) 5. Jazz Age Webquest (W, H, E, R, O; Content and Substance, Organization of Knowledge, Product Focus, Affiliation, Novelty and Variety, Choice) 6. Select the appropriate informational texts on the 1920s that are suitable for the group of students involved in the activity. (H, E, R, T, O; Organization of Knowledge, Novelty and Variety) 7. Group Research on Newspaper assignment (W, H, E, T, O; Clear and Compelling Product Standards, Protection from Adverse Consequences for Initial Failures, Product Focus, Affiliation, Choice) 8. Create a 1920s Newspaper (W, H, E, R, T, O; Organization of Knowledge, Product Focus, Clear and Compelling Product Standards, Affiliation, Novelty and Variety, Choice) 9. Self/Peer Reflection (W, R, E, T, O; Organization of Knowledge, Clear and Compelling Product Standards, Protection from Adverse Consequences)

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Suggested Expert Group Topics: Jazz Age Roaring Twenties Lost Generation Modernism Harlem Renaissance Prohibition Speakeasies Womens Suffrage Flappers The Charleston World War I Kaiser Wilhelm Red Scare Black Sox Scandal Stocks and Bonds

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